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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Introduction
The topic of sound can provide opportunities for children to use their senses of touch and hearing. In particular the
v
development
of knowledge and skills is promoted through play, through encouragement to use the senses and by
exploring the properties and uses of materials through practical activities, model making etc.
This learning journey with a sciences and technologies focus is aimed at early level. It provides learners with the
opportunity to investigate a variety of sound making materials, recognise and produce different sounds through
constructive play and then create and record these sounds.
An overview planning sheet is shown on the next page which provides a plan for learning, teaching and assessment
starting from the experiences and outcomes. Learning intentions, success criteria and possible evidence which could
be gathered to assess learning are shown. The pages that follow the overview provide examples of learning
experiences which would explore a variety of suggested learning intentions. They illustrate opportunities for learners
to develop their knowledge and skills, and through exploration of concepts provide opportunities for application.
Sciences & Technologies
experiences and outcomes:
Through play, I have explored a variety of ways of making
sounds. SCN 0-11a
I can identify my senses and use them to explore the world
around me. SCN 0-12a
I enjoy taking photographs or recording sound and images to
represent my experiences and the world around me. TCH 004b
Through discovery, natural curiosity and imagination, I explore
ways to construct models or solve problems.
TCH 0-14a
www.educationscotland.gov.uk/STEMCentral
Responsibility of all areas which
could be addressed in this learning
journey:
Literacy
As I listen and take part in conversations and discussions, I
discover new words and phrases which I use to help me
express my ideas, thoughts and feelings. LIT 0-10a
Numeracy
I can collect objects and ask questions to gather information,
organising and displaying my findings in different ways. MNU 0-20a
Interdisciplinary learning planning
opportunities
Expressive Arts
Inspired by a range of stimuli, and working on my own and/ or
with others, I can express and communicate my ideas,
thoughts and feelings through musical activities. EXA 0-18a
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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Experiences and
outcomes
Through play, I have explored a
variety of ways of making sounds.
SCN 0-11a
Learning intentions
Success criteria
Possible evidence
Explore the sound properties of a
variety of materials and objects.
I can compare and describe the
sound properties of materials and
objects.
Classification of objects into groups –
photographs of children’s efforts,
table display etc.
I can sort objects by the different
types of sounds they make.
Observation recorded by adult.
Categorise different types of sounds,
e.g. animals, weather, etc.
Recording of sounds made.
I can identify my senses and use
them to explore the world around me.
SCN 0-12a
Through discovery, natural curiosity
and imagination, I explore ways to
construct
models
or
solve
problems.TCH 0-1
I enjoy taking photographs or
recording sound and images to
represent my experiences and the
world around me. TCH 0-04b
Discuss my understanding of sound.
I can share my ideas about the
sounds through dialogue with others.
Make links between my exploration
and real life experiences.
I can distinguish between different
types of sounds in my environment.
Video or audio recording.
Sound matching activity sheet.
Explore a variety of items that makes
sounds.
I can identify objects that will make
sounds and describe their differences
Experiment with using different
materials in order to make different
sounds.
I can create a variety of sounds using
different materials.
Through discussion learners will
articulate or demonstrate the sounds
they have produced and what object
or materials made each sound.
Observation recorded by adult.
Recording of sounds made.
Children to demonstrate the
materials they have used to make
louder or quieter sounds.
Use technology to record sounds.
www.educationscotland.gov.uk/STEMCentral
I can make recordings of sounds in
my environment.
Children demonstrate to others the
sounds they have created.
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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Learning experiences: Engage
Possible tasks
Introduction
A listening walk using the school and surrounding
environment. Learners could record the sounds or
take pictures and discuss them when they return to
the classroom. Learners could draw a sound they
heard, for example: bird, cars, people, etc and
explain their drawing to their peers/teacher.
The aim of this series of lessons is to give learners
the opportunity to investigate a variety of sound
making materials, recognise and produce different
sounds through constructive play and then to
create and record these sound.
It is important that young learners are provided
with a starting point that captures their interest in
the topic and gives them the opportunity to
express their ideas and preconceptions about the
concept.
Possible stimulus
Using learner’s prior knowledge to stimulate
discussion.
Storybooks such as:
Polar Bear Polar Bear what can you hear? Eric
Carle
The Very Quiet Cricket Eric Carle
Learning Intentions
Explore the sound properties of a variety of
materials and objects.
Categorise different types of sounds, for example,
animals, weather, outside, etc
Explore a variety of items/objects that make
sounds e.g. Every day items such as bells,
whistles, flexible plastic tubing, and cylindrical
containers CD’s, DVD’s, musical instruments,
materials and objects
www.educationscotland.gov.uk/STEMCentral
Learners could take part in a sorting activity using
Talking Tubs or drawstring bag containing items or
pictures relating to sound. They could discuss the
items and pictures and sort into groups. Items can
be placed into sorting rings or learners can record
pictorially or through cut and stick activities.
Learners could be encouraged to predict in the first
instance, and then test the items to check their
prediction.
Play a listening game with the learners to recap on
the sounds they have heard and the different types
of sounds. For example, these web based sound
games explore sounds in different contexts.
Resources
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Talking Tubs
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Drawstring bags/tubs
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Items could include yogurt tubs, feathers,
sponges, plastic bottles, sand, pebbles,
dried peas, cotton wool, old socks etc.
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Photographs
Taking it further
Children could create a Floorbook where they
record their ideas by drawing pictures, which can
be annotated by the teacher or nursery nurse. This
can be added to at key points during the topic.
They could also be encouraged to look for
additional items in nursery/school or at home that
could be added to the sorting rings.
Responsibility of all
This learning experience offers a strong
opportunity to address an aspect of responsibility
for all, for example: I can collect objects and ask
questions to gather information, organising and
displaying my findings in different ways. MNU 020a
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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Learning experiences: Explore
Possible tasks
Introduction
Through play, learners explore how a variety of
objects/materials can be used to create sounds.
Sounds are made when something moves and
makes vibrations. The learners should be provided
with opportunities to carry out a range of activities
using a variety of materials to make sound.
Possible stimulus
Explore the sound properties of a variety of
materials and objects using the senses.
Make sounds by shaking, banging, plucking,
blowing etc.
Explore a variety of items that make sounds e.g.
Every day items such as bells, whistles, flexible
plastic tubing, and cylindrical containers CD’s,
DVD’s, musical instruments, materials and objects.
Learning Intentions
Explore a variety of items that make sounds.
Experiment with using different materials in order
to make different sounds.
www.educationscotland.gov.uk/STEMCentral
Learners can be encouraged to feel sound
vibrations e.g. by putting hands onto a radio
playing loud music or onto their throat when
speaking/shouting. Voice can also make a plastic
bottle vibrate by singing into an empty bottle.
Sound vibrations can also be demonstrated with a
commercially purchased or home-made sound
cannon.
Learners could be encouraged to explore the
possibilities of using voice as an instrument e.g.
cupping hands over mouth, cardboard tubes,
funnels etc
Learners could make a sound instrument using
simple materials, such as containers and elastic
bands or containers with rice/pasta, etc. They
should discuss the different sounds the
instruments make and why they think it makes a
sound.
Resources
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Metal bins/pots and pans and a variety of
beaters made from different materials e.g.
wood, metal, plastic also tubes to blow
through, rice inside plastic bottles, bubble
wrap popping etc. These can be set up in
the outdoor play area e.g. by attaching
pots and pans to trees or fences.
Radios, stereo speaker.
Card, plastic bag, balloon tape and tissue
paper to make sound cannon
Plastic/cardboard tubing, card
Some interactive activities for exploring musical
instruments are:
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CBeebies - Zingzillas
Interactive Music Keyboard (NGfL)
“Be Safe” (fourth edition) ISBN 978 0 86357 426 9
This book may help with risk assessment/health
and safety advice.
Taking it further
Learners could use sounds to create a ‘mood
music score’ ie. A simple diagram displaying
various faces - sad, happy angry etc. for the
learners to respond to through their sound making.
Possible Evidence
Through discussion learners will articulate or
demonstrate the sounds they have produced and
what object or materials made each sound.
Observation recorded by adult.
Recording of sounds made.
Children to demonstrate the materials they have
used to make different sounds.
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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Learning experiences: Explain
Possible tasks
Introduction
Create a word wall or annotated display table to
show vocabulary associated with sound. Learners
could have the opportunity to match sounds to the
key words.
Explaining their explorations can help learners to
demonstrate their understanding.
Learners should be given opportunities to explain
their emerging understanding through what they
make, write, say and do. Working in groups,
learners can support each others’ understanding
as they articulate their observations, ideas,
questions etc. Dialogue with an adult can provide
vocabulary that corresponds to the child’s
experiences, e.g. a child, through exploration,
may say that blowing through a comb and paper
made their lips tickle. The adult, in discussion with
the child, might introduce the word vibrations,
quieter, louder, softer etc. Introducing words or
labels, after the child has had a direct experience,
is far more meaningful than before that
experience. Created works such as writing,
drawing, video, or tape recordings are
communications that provide recorded evidence of
the learner's development, progress and growth.
Learning Intentions
Articulate my understanding of sound.
Make links between my exploration and real life
experiences.
www.educationscotland.gov.uk/STEMCentral
Resources
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Metal bins/pots and pans and a variety of
beaters made from different materials e.g.
wood, metal, plastic also tubes to blow
through, rice inside plastic bottles, bubble
wrap popping etc. These can be set up in
the outdoor play area e.g. by attaching
pots and pans to trees or fences.
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Radios, stereo speaker.
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Card, plastic bag, balloon tape and tissue
paper to make sound cannon
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Plastic/cardboard tubing, card
An interactive display - incorporating sound - could
be produced linked to a theme or changed with the
seasons.
Classify and group pictures of musical instruments
or objects that can be categorised according to the
method of creating sounds i.e. bang, pluck, shake.
Record children as they explore and create sounds
with materials and objects, including their dialogue
with supporting adults or other learners.
Let pupils demonstrate their learning by
contributing to the construction of a 3D Mind Map
which can be kept at the display table This can be
amended in light of pupils’ experiences.
Possible Evidence
Classification of objects into groups – photographs
of children’s efforts, table display etc
Video or audio recording.
Sound matching activity sheet.
Taking it further
Learners could use sounds to create a ‘mood
music score’ ie. A simple diagram displaying
various faces - sad, happy angry etc. for the
learners to respond to through their sound making.
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Sound → Focus on Sciences & Technologies
‘What’s that sound?’ Learning Journey
Learning experiences: Elaborate
Possible tasks
Resources
Introduction
Learners could be asked to listen to recordings of
a selection of environmental sounds e.g. plane
flying overhead, birds singing ambulance siren etc.
They could record their thoughts on a cut and stick
task or by drawing their responses. Learner could
discuss how the sounds make them feel.
A variety of sounds can be downloaded free of
charge from www.flashkit.com/soundfx
Here the learners expand on the concepts they
have learned, make connections to other related
concepts, and apply their understandings to the
world around them. For example, while exploring
sounds made by ringing a handbell, a learner
might suggest a variety of other types of bell they
are familiar with e.g. doorbell, sleigh bells etc.
They may also suggest ways of making the bells
louder or softer. These connections often lead to
further inquiry and new understandings.
Learning Intentions
Discuss my understanding of sound.
Make links between my exploration and real life
experiences.
www.educationscotland.gov.uk/STEMCentral
Possible Evidence
Drawings; cut and stick.
Learners could be encouraged to consider people
who might need to wear ear protection e.g. road
construction workers, farmers driving large
machinery etc. This may lead to opportunities to
examine types of ear protection and investigation
into materials that are suitable to use for ear
protection. This could be through the context of a
story e.g. Peace at Last by Jill Murphy where the
learners are asked to create ear protection for Mr
Bear. Practitioners could set the challenge for
learners to use different materials that could make
quieter or louder sounds or help muffle sounds so
Mr Bear can sleep. Alternatively puppets or soft
toys could be used as a stimulus.
Recording sounds learners create.
Ear protection created by learners.
Taking it further
Possible technology task to create ear protection.
Music task to produce a ‘music score’ for moods,
weather, feelings, seasons etc.